全文获取类型
收费全文 | 2561篇 |
免费 | 69篇 |
国内免费 | 1篇 |
专业分类
教育 | 2008篇 |
科学研究 | 92篇 |
各国文化 | 36篇 |
体育 | 167篇 |
综合类 | 2篇 |
文化理论 | 18篇 |
信息传播 | 308篇 |
出版年
2023年 | 15篇 |
2022年 | 24篇 |
2021年 | 49篇 |
2020年 | 72篇 |
2019年 | 104篇 |
2018年 | 149篇 |
2017年 | 150篇 |
2016年 | 137篇 |
2015年 | 69篇 |
2014年 | 108篇 |
2013年 | 559篇 |
2012年 | 88篇 |
2011年 | 85篇 |
2010年 | 67篇 |
2009年 | 69篇 |
2008年 | 63篇 |
2007年 | 60篇 |
2006年 | 49篇 |
2005年 | 44篇 |
2004年 | 42篇 |
2003年 | 19篇 |
2002年 | 49篇 |
2001年 | 27篇 |
2000年 | 32篇 |
1999年 | 18篇 |
1998年 | 22篇 |
1997年 | 32篇 |
1996年 | 26篇 |
1995年 | 11篇 |
1994年 | 13篇 |
1993年 | 20篇 |
1992年 | 29篇 |
1991年 | 28篇 |
1990年 | 20篇 |
1989年 | 29篇 |
1988年 | 17篇 |
1987年 | 31篇 |
1986年 | 15篇 |
1985年 | 10篇 |
1984年 | 9篇 |
1983年 | 10篇 |
1982年 | 12篇 |
1981年 | 9篇 |
1979年 | 10篇 |
1977年 | 16篇 |
1976年 | 8篇 |
1975年 | 8篇 |
1974年 | 9篇 |
1973年 | 8篇 |
1971年 | 10篇 |
排序方式: 共有2631条查询结果,搜索用时 23 毫秒
51.
Panadero Ernesto Brown Gavin T. L. Strijbos Jan-Willem 《Educational Psychology Review》2016,28(4):803-830
Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)... 相似文献
52.
Niklas Gericke Rebecca Carver Jérémy Castéra Neima Alice Menezes Evangelista Claire Coiffard Marre Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. 相似文献
53.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
54.
55.
Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007 相似文献
56.
57.
Mild head injury as a source of developmental disabilities. 总被引:1,自引:0,他引:1
The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics. 相似文献
58.
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. 相似文献
59.
Rebecca Luce-Kapler Jane Chin Erin O'Donnell Shari Stoch 《Changing English: An International Journal of English Teaching》2001,8(1):43-52
This article explores the findings of a small research study that asked writers to describe a meaningful, personal incident using first narrative and then poetic forms. The poetry raised many anxieties about writing, including the revelations of subjectivity and the risks in sharing such work with a group. To understand some of the complexities of these responses, the researchers thought of writing as an ecology with interdependent systems influencing the writing. Rereading the research texts, they traced some of those systems that affect students' writing and understanding of poetry. 相似文献
60.
The purpose of this study was to investigate young children’s perspectives related to their experiences in child care. Researchers
used individual interviews and drawings in an early childhood program in Denmark and one in the United States as the basis
for examining children’s perspectives on their everyday lives in child care. Observations documented the everyday cultural
practices for the children in the two child care centers and provided a foundation for interpreting the interviews and the
drawings. The information collected was analyzed to determine what aspects of child care young children like best and least,
as well as their thoughts on the adults and peers in their center. 相似文献